QuoVidi: An open‐source web application for the organization of large‐scale biological treasure hunts

Lobet, Guillaume; Descamps, Charlotte; Leveau, Lola; Guillet, Alain; Rees, Jean-François

doi:10.1002/ece3.7130

Cited by 10 publications

(11 citation statements)

References 15 publications

(22 reference statements)

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“…Nevertheless, the main limitations are the lack of an objective assessment of learning as result of the gamified activity and the lack of a theoretical framework. Although some studies (Lobet et al, 2020;Patel et al, 2020) reported that the students' knowledge improved after the activity, there was no direct comparison with conventional teaching scenarios. Only Pakinee and Puritat (2021) compared the performance of their students in both situations, showing that gamification made students start working earlier, but there were no differences on their performance in the long term.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching biology is particularly challenging if the students are not allowed to access laboratories for hands-on observation of fresh specimens and the lockdown restricted movement outside students' home. Lobet et al (2020) developed a biological treasure hunt activity for 346 first-year biology students by using QuoVidi, an open-source web-based platform. This platform was conceived to teach biological vocabulary and to observe the surrounding natural world.…”

Section: Biology Studiesmentioning

confidence: 99%

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Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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Section: Discussionmentioning

confidence: 99%

Section: Biology Studiesmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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“…The use of this method has produced positive results in the COVID-19 context ( Nieto-Escamez and Roldán-Tapia, 2021 ; Rincon-Flores and Santos-Guevara, 2021 ). Moreover, gamification has been used in different subjects, such as business ( Pakinee and Puritat, 2021 ), computer sciences ( Liénardy and Donnet, 2020 ), and chemistry learning ( da Silva Júnior et al, 2020a , b ), as well as biological sciences courses, such as biology ( Kalleny, 2020 ; Lobet et al, 2021 ), microbiology ( Dustman et al, 2021 ), physiology ( Moro et al, 2020 ; Hennekes et al, 2021 ; Herkes et al, 2021 ; Kane et al, 2022 ), and medical and nursing education ( Gentry et al, 2019 ; Malicki et al, 2020 ; O’Connell et al, 2020 ; van Gaalen et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

2022

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The COVID-19 pandemic has enforced social isolation in many countries worldwide, which forced teachers at all levels of education, including the university context, to adapt new teaching strategies. This study presents a method developed in this regard, that is, serious games were used as a complement to synchronous online classes to ensure the continuity of pedagogical activities in a physiology course at Universidad Andrés Bello, Chile. Using serious games is a strategy in the field of gamification, which is a commonly used learning strategy for online teaching as necessitated by COVID-19. This study is quantitative in nature and conducted a questionnaire survey on 108 second-year undergraduate nursing students to determine their perception about this innovation. The results demonstrate that the students well valued the proposed pedagogical innovative model in terms of motivation and engagement. Moreover, they reported that the model can serve as a meaningful learning experience. These perceptions suggest that the model is an efficient strategy for implementing the physiology curricula in the context of online teaching. Moreover, the results imply that the model should be applied to other courses and disciplines in the undergraduate program and provide support that it is a valid strategy for face-to-face teaching. Lastly, the finding points to the potential of the model to be explored as a learning strategy in the age of education post-COVID-19.

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“…Por otra parte, existe algún estudio como el de Cameron y Bizo (2019) que muestra resultados contradictorios respecto a la mayor parte del cuerpo base del estudio, señalando que la herramienta utilizada (Kahoot!) no aumentó directamente el rendimiento; en Lobet et al (2021) se señala como punto negativo la duración excesiva que poseía el videojuego pedagógico, aunque se mejoró la motivación del alumnado con su implantación; en Karaaslan (2018) no se produjo aprendizaje porque a los estudiantes no les gustaban los juegos digitales, los consideraban innecesarios o infantiles, no encontrando nada curioso en ellos o porque no sentían atracción por el contenido. En estos casos, se podría recomendar que el alumnado elabore sus propios juegos siguiendo las instrucciones del profesorado o modificarlos según los comentarios constructivos más frecuentes de los estudiantes.…”

Section: Discusión De Los Resultados Y Conclusionesunclassified

Revisión sistemática sobre la evaluación de propuestas de gamificación en siete disciplinas educativas

Andreu

2021

Teor. educ.

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La evaluación de los procesos de gamificación en educación, pueden plantear una alternativa a las estrategias de evaluación tradicionales del aula. Esta revisión sistemática analiza cómo se han evaluado las diferentes propuestas de gamificación en diferentes áreas de conocimiento como ciencias de la salud, ciencias exactas, ciencias sociales y humanidades. Se identificaron ochenta y cinco estudios significativos a través de una búsqueda en ISI Web Of Science y SCOPUS. En esta revisión sistemática se siguieron los criterios establecidos en la declaración PRISMA 2020. La gamificación ha sido evaluada en cuatro áreas de conocimiento distribuidas en siete disciplinas: Educación Física, Fisioterapia y Nutrición, Matemáticas, Física y Química, Informática, Ciencias Sociales, Ciencias Naturales y Lingüística, siendo diferentes los procesos e instrumentos de evaluación que se han empleado en su implantación. Se señalan los resultados sobre la producción científica, analizando las características de las propuestas gamificadas, el diseño, método y corte de investigación empleado, los resultados motivacionales y de aprendizaje, así como la calidad de la producción científica en cada disciplina educativa mediante la Escala de Evaluación de Artículos Científicos (EACSH) de López et al. (2019). La escala está compuesta por diecinueve criterios de evaluación concretados en ocho dimensiones: resumen, introducción, metodología, resultados, discusión, referencias, apéndices, estilo y formato. Se concluye que las variables psicológicas que más se evaluaron en las propuestas gamificadas fueron el aprendizaje y la motivación, siendo todos los resultados positivos. Por otro lado, se establecieron correlaciones significativas entre los instrumentos de evaluación y la mejora de alguna variable psicológica: grupos de reflexión y participación, cuestionarios y motivación, entrevistas y atención, test de evaluación y rendimiento, y encuestas para mejorar la satisfacción. Se analizan y discuten los resultados en cada una de las siete disciplinas estudiadas.

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QuoVidi: An open‐source web application for the organization of large‐scale biological treasure hunts

Abstract: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 10 publications

References 15 publications

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

Revisión sistemática sobre la evaluación de propuestas de gamificación en siete disciplinas educativas

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